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Name of Saint John Paul II Academy Student: ___________________________________. In each of the good persuasive Auburn University following categories, check all items that apply. _____ writes better than average for age. _____ spins tall tales or tells jokes and stories. _____ has a good memory for names, places, dates, or trivia. _____ enjoys word games. _____ enjoys reading books. _____ spells words accurately (preschool: does developmental spelling that is newspaper Limkokwing, advanced for persuasive essays Auburn, age) _____ appreciates nonsense rhymes, puns, tongue twisters, etc. _____ enjoys listening to the spoken word (stories, commentary on the radio, talking, books) _____ has a good vocabulary for article how to American, age.
_____ communicates to others in a highly verbal way. Other Linguistic Strengths: _____ asks a lot of questions about how things work. _____ computes arithmetic problems in his/her head quickly (preschool: math concepts are advanced for age) _____ enjoys math class (preschool: enjoys counting and doing other things with number)
_____ finds math computer games interesting (no exposure to computers: enjoys other math or counting games) _____ enjoys playing chess, checkers, or other strategy games (preschool: board games requiring counting squares) _____ enjoys working on logic puzzles or brain teasers (preschool: enjoys hearing logical nonsense such as in Alice's Adventures in persuasive essays University Wonderland) _____ enjoys putting things in how to for an categories or hierarchies. _____ likes to good essays, experiment in a way that shows higher order cognitive thinking processes. _____ thinks on a more abstract or conceptual level than peers.
_____ has a good sense of cause-effect for age. Other Logical-Mathematical Strengths: _____ reports clear visual images. _____ reads maps, charts, and diagrams more easily that text (preschool: enjoys visuals more than text) _____ daydreams more than peers. _____ enjoys art activities. _____ draws figures that are advanced for age.
_____ likes to write an effective conclusion essay Domus Academy, view movies, slides, or other visual presentations. _____ enjoys doing puzzles, mazes, Where's Waldo? or similar visual activities. _____ builds interesting three-dimensional constructions for age (e.g., LEGO buildings) _____ gets more out of pictures than words while reading. _____ doodles on persuasive workbooks, worksheets, or other materials.
Other Spatial Strengths: _____ excels in one or more sports (preschool: shows physical prowress advanced for age) _____ moves, twitches, taps, or fidgets while seated for how to American International School-Salzburg, a long time in one spot. _____ cleverly mimics other people's gestures or mannerisms. _____ loves to persuasive essays Auburn, take things apart and put them back together again. _____ put his/her hands all over something he/she's just seen. _____ enjoys running, jumping, wrestling, or similar activities (older: show this in a good history essay Stonar School a more restrained way, e.g., woodworking, sewing, mechanics) or good fine-motor coordination in other ways.
_____ has a dramatic way of good Auburn University expressing himself/herself. _____ reports different physical sensations while thinking or working. _____ enjoys working with clay or other tactile experiences (e.g., finger-painting) Other Bodily-Kinesthetic Strengths: _____ tells you when music sounds off-key or disturbing in some way other way. _____ remembers melodies of songs. _____ has a good singing voice. _____ plays a musical instrument or sings in (The in Switzerland) choir or other group (preschool: enjoys playing percussion instruments and/or singing in University a group) _____ has a rhythmic way of writing Limkokwing University speaking and/or moving. _____ unconsciously hums to himself/herself. _____ taps rhythmically on the table or desks as he/she works.
_____ sensitive to good persuasive essays Auburn, environmental noises (e.g., rain on the roof) Other Musical Strengths: _____ enjoys socializing with peers. _____ seems to be a natural leader. _____ gives advice to friends who have problems. _____ seems to how to write for an essay Academy, be street smart. _____ belongs to clubs, committees, or other group organizations (preschool: seems to persuasive University, be part of a general education social group) _____ enjoys informally teaching other kids. _____ likes to newspaper Limkokwing University, play games with other kids.
_____ has two or more close friends. _____ has a good sense of empathy or concern for others. _____ others seek out his/her empathy or concern for others. _____ others seek out his/her company. Other Interpersonal Strengths: _____ displays a sense of independence or a strong will. _____ has a realistic sense of his/her strengths and good essays Auburn weaknesses. _____ does well when left alone or to how to write American International School-Salzburg, play or study. _____ marches to the beat of a different drummer in his/her style of essays University living and learning. _____ has an interest or hobby that he/she doesn't talk much about.
_____ has a good sense of climate TASIS (The School self-direction. _____ prefers working alone to working with others. _____ accurately expresses how he/she is good Auburn, feeling. _____ is able to learn from write conclusion for an essay his/her failures and successes in life. _____ has high self-esteem. Other Intrapersonal Strengths: Excerpted from good persuasive Auburn University Armstrong, Thomas. Multiple Intelligences in the Classroom, Alexandria, Virginia, Association for Supervision and write an effective conclusion Domus Academy Curriculum Development (1994). MULTIPLE INTELLIGENCES: STRATEGIES IN THE CLASSROOM. The following list provides a survey of the techniques and materials that can be employed in good Auburn teaching through the multiple intelligences.
lectures, debates large- and small-group discussions books, worksheets, manuals brainstorming writing activities word games sharing time storytelling, speeches, reading to class talking books and essay change School in Switzerland) cassettes extemporaneous speaking journal keeping choral reading individualized reading memorizing linguistic facts tape recording one's words using word processors publishing (e.g., creating class newspapers) mathematical problems on essays the board Socratic questioning scientific demonstrations logical problem-solving exercises creating codes logic puzzles and games classifications and categorizations quantifications and change American School calculations computer programming languages science thinking logical-sequential presentation of subject matter Piagetian cognitive stretching exercises Heuristic. charts, graphs, diagrams, and maps visualization photography videos, slides, and movies visual puzzles and mazes 3-D construction kits art appreciation imaginative storytelling picture metaphors creative daydreaming painting, collage, visual arts idea sketching visual thinking exercises graphic symbols using mind-maps and other visual organizers computer graphics software visual awareness activities optical illusions color cues telescopes, microscopes, and binoculars visual awareness activities draw-and-paint/computer- assisted-design software picture literacy experiences. creative movement, mime hands-on thinking field trips the classroom teacher competitive and good persuasive University cooperative games physical awareness and relaxation exercises all hands-on activities crafts body maps use of kinesthetic imagery cooking, gardening, and other messy activities manipulatives virtual reality software kinesthetic concepts physical education activities communicating with body language/ hand signals tactile materials and essay will Kent experiences body answers. musical concepts singing, humming, whistling playing recorded music playing live music on piano, guitar, or other instruments group singing mood music music appreciation playing percussion instruments rhythms, songs, raps, chants using background music linking old tunes with concepts discographies creating new melodies for good essays, concepts listening to inner musical imagery music software supermemory music. cooperative groups interpersonal interaction conflict mediation peer teaching board games cross-age tutoring group brainstorming sessions peer sharing community involvement apprenticeships simulations academic clubs interactive software parties / social gatherings as context for learning people sculpting. independent study feeling-toned moments self-paced instruction individualized projects and write essay Paul II Academy games private spaces for study one-minute reflection periods interest centers personal connections options for homework choice time self-teaching programmed instruction exposure to persuasive, inspirational/ motivational curricula self-esteem activities journal keeping goal setting sessions.
Excerpted from Armstrong, T. Multiple Intelligences In The Classroom . How To Write American School-Salzburg? Alexandria, VA: Association for Supervision and Curriculum Development (1994). “If we are to achieve a richer culture. we must weave one in which each diverse human gift will find a fitting place.”